C-CARD: A Strategy to Improve Revising Behaviors

Autor/inn/en	Saddler, Bruce; Asaro-Saddler, Kristie; Thomas, Job
Titel	C-CARD: A Strategy to Improve Revising Behaviors
Quelle	In: Insights into Learning Disabilities, 12 (2015) 2, S.147-161 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Emotional Disturbances; Behavior Disorders; Behavior Modification; Writing Skills; Revision (Written Composition); Low Achievement; Intervention; Mnemonics; Grade 6; Writing Difficulties; Sentences; Skill Development; Achievement Gains; Disabilities; Urban Schools; Comparative Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? Gefühlsstörung; Behaviour modification; Verhaltensänderung; Writing skill; Schreibfertigkeit; Korrektur; Unterdurchschnittliche Leistung; Mnemotechnik; School year 06; 6. Schuljahr; Schuljahr 06; Schreibstörung; Sentence analysis; Satzanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement gain; Leistungssteigerung; Handicap; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner, Mattison, Nelson, & Ralston, 2009; Sreckovic, Common, Knowles & Lane, 2014), with revising of text being particularly problematic. Unfortunately there are few empirically based interventions to improve revising ability for students with EBD. To address these struggles, we created a mnemonic-based intervention (CCARD) to help improve sentence level revising. We used the intervention to help a sixth grade student with EBD and writing difficulties perform basic revising acts such as combining, changing, adding, rearranging, and deleting words to improve the overall quality of his compositions. After instruction, the type and quantity of revisions the participant attempted changed. Furthermore, the revisions attempted improved the quality of revised compositions. Finally, the participant improved his ability to combine sentences. Implications of the intervention on the writing instruction of children with EBD and writing disabilities are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01